A clear gap exists between what evidence states as best practice for school-based occupational therapy and what is feasible for practitioners to implement. Evidence establishes that collaborative and contextual practice have a positive effect on student outcomes. Emerging evidence demonstrates that workload models, as opposed to caseload models,…

The current study examined the effects of using a teleconsultation model called ECHO-MTSS on self-efficacy of implementing aspects of data-based individualization (DBI) with 38 educators. Self-efficacy was measured with a 15-item survey that assessed five different areas of the DBI process (i.e., intervention protocol, progress monitoring,…

As the most common setting where youth access behavioral healthcare, the education sector frequently employs training and follow-up consultation as cornerstone implementation strategies to promote the implementation of evidence-based practices (EBPs). However, these strategies alone are not sufficient to promote desirable implementation (e.g.,…

Despite efforts to embed mental health supports within schools, few models exist to facilitate the implementation of targeted (Tier II) evidence-based interventions in schools. To address this gap, a collaborative partnership was formed between a pediatric teaching hospital and a large urban public school district. The current exploratory study…

School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists' engagement in equitable, effective supports to…

Teacher consultation is commonly used to ensure that classroom-based interventions are implemented with fidelity to achieve targeted outcomes, yet the consultation process is not well understood. Consultant-teacher relationship quality is one feature of consultation that may promote intervention outcomes--both directly and indirectly via teachers'…

The present study examined the effects of a streamlined and virtual version of conjoint behavioral consultation (CBC) as implemented by trained school professionals (e.g., school psychologists, special education teachers). The effectiveness of CBC was examined using a multiple baseline across participants design among three students with or at…

A training package for the Collaborative Model for Promoting Competence and Success (COMPASS), a multilevel consultation and coaching intervention for improved educational outcomes of students with autism, was developed and evaluated. Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating…

Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three…

Empirically supported consultation procedures for supporting implementation of evidence-based interventions for Autism Spectrum Disorder (ASD), such as performance feedback, may be challenging to implement in public schools. Educators may find performance feedback aversive, and support personnel may find its directiveness incompatible with their…

Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three…

Infant/Early Childhood Mental Health Consultation (IECMHC) is a relationship-based, collaborative support designed to improve the capacity of early childhood professionals to promote children's mental health. Social and emotional development is the foundation for success in learning and in life. It begins in children's early relationships with…

Paraprofessionals spend the most time with the neediest students, but receive the least amount of training and support. All target students in the study had developmental disabilities, were between the ages of three and five, and had a history of challenging behavior. Paraprofessionals in the study were recruited because they had the least…

This study examined the percentage of steps implemented from treatment plans following consultation with teachers. Interventions were implemented for 39 elementary school students referred for consultation and treatment for challenging behavior or academic deficits. An integrated support model that included antecedent social influence and planning…

Infant/Early Childhood Mental Health Consultation (IECMHC) is a relationship-based, collaborative support designed to improve the capacity of early childhood professionals to promote children's mental health. Social and emotional development is the foundation for success in learning and in life. It begins in children's early relationships with…